Thinking hats
Food rescue game Fluent Plus reading stage
You will need: a dice and two counters. Take turns throwing the dice and moving your counter. The first player to reach the finish box is the winner!
Use the six thinking hats* to write about the problem of food waste in different ways. Red Hat – feelings and emotions How does the issue of wasting food make you feel?
Lesson Plans
Activity card
Blackline master
21
22
23 You forget to recycle your garbage. Go back 2.
24
19 You freeze the leftovers to eat another time. Go forward 3.
18
17
12 You organize a fundraiser to collect food. Go forward 5.
13 You set up a compost. Go forward 4.
White Hat – the facts What facts do you know about food wastage? 20
Yellow Hat – the positives What positive things are being done about the problem? 11
Black Hat – the negatives What problems are caused by wasting food?
Level N (30)
25
Finish
14
16 You find rotten food in your fridge. Go back 5.
15
Food Rescue: Making Food Go Further reports on the amount of usable food that is wasted daily, and how this food can be used. Running words: 1,496 Text type: Report/interview
In The King of Waste, Estelle goes to live at the Royal Palace and is shocked by the amount of food that is wasted. Meanwhile her own family is starving. She comes up with a plan to share the food more evenly.
Content vocabulary
atmosphere charities compost donations edible fundraisers government manufacturers perishable refuge centers recycling rescue volunteers
Phonics
• Exploring the prefix “re” as in recycle, research • Identifying the /ar/ sound made by “uar” as in guard area bread bruise buried daughter enough fruit guard laughed onion paused people pheasant sure
Irregularly spelled words
Running words: 1,744 Text type: Narrative
Text structures and features
Green Hat – creativity What other solutions can you think of for this problem? Blue Hat – thinking What does knowing about the food wastage problem make you think about?
10
1
9 You throw a half-eaten apple in the trash. Go back 3.
8
2
3
7 Your school donates food to a refuge center. Go forward 4.
6
4
5
Does the student understand the main themes and issues presented in the text? Can the student write about the issue from different points of view?
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd.
• Contents page, glossary • Fact boxes, dot points
The King of Waste
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• Using context to understand the meanings of content words • Identifying characters’ feelings and motives
Start Texas Essential Knowledge and Skills
*The de Bono Hat system
Assessment
Food Rescue: Making Food Go Further
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2012–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns. 3(2) (A) (v) Decoding words using knowledge of prefixes. Reading 3(3) (B) Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words. 3(7) (C) Use text evidence to support an appropriate response. 3(10) (E) Identify the use of literary devices.
Writing 3(12) (A) Compose literary texts using genre characteristics and craft. Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.
Lesson 1 Food Rescue: Making Food Go Further Key concepts • A lot of usable food is wasted. • Some people use food that would have been wasted to feed people in need.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Ask students to each turn to a partner and describe what they ate for dinner the night before. Ask: Did your family have any leftover food? If so, what did you do with this leftover food? Discuss students’ responses.
Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the photographs and the text in the book. What happens to food that is thrown away? What does the organization called FareShare do with food they collect? (Literal) What does Marcus Godinho believe about wasted food? Why do you think the name FareShare was given to Marcus’s organization? (Inferential) Do you think it is important to be careful with the amount of food you and your family waste? Why?/Why not? How might our school be able to reduce food waste? (Synthesizing) What do you think the author’s opinion is on wasting food? What is your opinion? (Critical)
Vocabulary building Show students the pictures on pages 4 and 5 of the book. Ask: What do you think is happening in these photographs? Discuss students’ responses. Say: We are going to read a book about wasted food and how some people are using it to feed other people who don’t have enough food. Ask students to each turn to a partner and talk about the words they predict will be in the book. Invite students to share their ideas. Compile a class list.
Introducing the book Give each student a copy of Food Rescue: Making Food Go Further. Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? What do you expect to find out by reading this book?
During reading As each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Ask: What is this word? What is the sentence about? What might the word mean? Encourage students to apply appropriate comprehension strategies, such as determining the important ideas in the book. Say: Think about what information matters in the book. How does the author help you to figure out which ideas are the most important?
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: I noticed that you were able to figure out the meaning of new words in the text. How did you do this? What else could you do to find out what a word means?
Lesson 2 The King of Waste
Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.
• C ontents page and headings signal the focus of the content. • Photographs support and extend the written language. • Glossary explains specialized vocabulary.
Returning to the book Provide multiple opportunities for the students to reread and interact with the book – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.
Developing fluency
Developing fluency
Students could practice reading the text aloud in pairs. Encourage them to read fluently. Say: When you read, try to make your voice smooth, as if you are talking.
Students could practice reading the book in a group. They could read different characters’ parts. Say: When you are reading, think about how the character might say those words.
Word work Phonics Write the word recycle on a card and circle cycle. Ask: What does cycle mean? How does the meaning of cycle change when the prefix “re” is added to it? Discuss students’ responses. Ask: What other words begin with the prefix “re?” Compile a list (e.g. rewind, reuse, restart, revise, restore). Discuss the meaning of each word and how the prefix “re” changes the meaning. Ask: What can you say about adding “re” to the start of a word? Draw out that the prefix “re” means to repeat.
Exploring words Refer to the list of words compiled during the Vocabulary building section. Ask students to compare this list with the words in the glossary on page 27.
Writing Ask: How can we limit the amount of food we waste? Discuss students’ responses and create a list of ideas. Ask students to use these ideas to write an article for the school newsletter or local newspaper. Encourage students to include information on how people can limit the amount of food they waste and why this is important.
Sharing and presenting ELL support
Key concepts • A lot of usable food is wasted. • Some people use food that would have been wasted to feed people in need.
Ask: What have you learned by reading this book? Ask students to talk about this with a partner. Encourage students to draw on examples or facts they have read in the book to support their ideas.
Before reading
After reading
Getting ready to read
Talking about the book
Support the students in activating their prior knowledge. Say: In most places around the world there are people who have more than enough food and people who do not have enough food. Ask: What do you think about this? What would you like to do about it? Ask students to each turn and talk to a partner before sharing their ideas with the group.
Have the students talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their thinking by referring to the illustrations and the text in the book. Why did Estelle go to live at the palace? (Literal) How did Estelle feel when she saw the amount of food that was wasted at the palace? (Inferential) Do you think there are still people who waste food like the King in this book? What would you like to say to those people? (Synthesizing) Would all kings have responded like this King? Do you think today’s leaders should help people who don’t have enough food? (Critical)
Vocabulary building Write the following words on cards: chef, royal palace, Your Majesty, adopt, Her Royal Highness, pheasant, leftovers, villagers. Talk about the meaning of each word. Ask students to take turns saying a sentence containing two of the words from the list.
Introducing the book Give each student a copy of The King of Waste. Direct the students to use the cover, title page, and contents page to get themselves ready to read. Ask: What do you already know about this book? Ask students to look through the book. Say: Look at the illustrations. What clues do they give you about where and when this story is set? What characters might be in this story?
During reading As each student reads the text independently, monitor and support the students where appropriate. Ask the students to stop reading and remind them to use the reading strategies you are focused on. Ask: What is Estelle feeling? How do you know? Why did she act like she did? Encourage students to apply appropriate comprehension strategies, such as asking questions about the characters and the plot. Say: Think about what is puzzling about this story. What questions would you ask the author?
Reviewing reading strategies Encourage students to identify what they did to help themselves as readers. Say: You know a lot about the characters and how they feel. How did you come to these conclusions? What helps you to know what the characters are thinking and feeling? How does knowing about the characters help you to understand the book?
ELL support • I llustrations provide support for the historical setting. • Chapter headings signal the content of each chapter. • Main characters are introduced in first t wo chapters.
Word work Phonics Write the word guard on a card. Ask students to work in pairs and take turns saying each sound in the word. Ask: What letters make the /ar/ sound in this word? Underline the “uar” in guard. Ask: What other words have the /ar/ sound in them? Compile a list (car, star, banana, hard, etc). Ask: How is the /ar/ sound represented in these words? Draw out that the letters “uar” are an uncommon way to represent the /ar/ sound.
Exploring words Write the word leftover on a card. Ask: What do you notice about this word? Draw out that it is made up of two smaller words – left and over. Say: This type of word is called a compound word. Ask pairs of students to find compound words in the text (e.g. everyone, afternoon, leftover, garbage can, seven-course, overflowing). Students could sort the words into groups according to their form, i.e. closed form – words joined (leftover), open form – a space between the two words (e.g. garbage can), and hyphenated form (e.g. seven-course).
Writing Students could choose a character from the book and write a profile on this character. They could include information about what the character is like and the character’s relationship to other characters, actions in the story, and feelings and beliefs.
Sharing and presenting In pairs, students could take turns retelling the story.
Synthesizing: Talk about the pair Ask: What did you learn by reading these books? Discuss students’ responses. Students could read more about the organizations mentioned in Food Rescue: Making Food Go Further on the organizations’ websites. Students could
then work in small groups to discuss how they could raise funds for a charity that helps to feed people. Invite students to share their ideas with the whole group.
Thinking hats
Food rescue game Fluent Plus reading stage
You will need: a dice and two counters. Take turns throwing the dice and moving your counter. The first player to reach the finish box is the winner!
Use the six thinking hats* to write about the problem of food waste in different ways. Red Hat – feelings and emotions How does the issue of wasting food make you feel?
Lesson Plans
Activity card
Blackline master
21
22
23 You forget to recycle your garbage. Go back 2.
24
19 You freeze the leftovers to eat another time. Go forward 3.
18
17
12 You organize a fundraiser to collect food. Go forward 5.
13 You set up a compost. Go forward 4.
White Hat – the facts What facts do you know about food wastage? 20
Yellow Hat – the positives What positive things are being done about the problem? 11
Black Hat – the negatives What problems are caused by wasting food?
Level N (30)
25
Finish
14
16 You find rotten food in your fridge. Go back 5.
15
Food Rescue: Making Food Go Further reports on the amount of usable food that is wasted daily, and how this food can be used. Running words: 1,496 Text type: Report/interview
In The King of Waste, Estelle goes to live at the Royal Palace and is shocked by the amount of food that is wasted. Meanwhile her own family is starving. She comes up with a plan to share the food more evenly.
Content vocabulary
atmosphere charities compost donations edible fundraisers government manufacturers perishable refuge centers recycling rescue volunteers
Phonics
• Exploring the prefix “re” as in recycle, research • Identifying the /ar/ sound made by “uar” as in guard area bread bruise buried daughter enough fruit guard laughed onion paused people pheasant sure
Irregularly spelled words
Running words: 1,744 Text type: Narrative
Text structures and features
Green Hat – creativity What other solutions can you think of for this problem? Blue Hat – thinking What does knowing about the food wastage problem make you think about?
10
1
9 You throw a half-eaten apple in the trash. Go back 3.
8
2
3
7 Your school donates food to a refuge center. Go forward 4.
6
4
5
Does the student understand the main themes and issues presented in the text? Can the student write about the issue from different points of view?
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd.
• Contents page, glossary • Fact boxes, dot points
The King of Waste
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• Using context to understand the meanings of content words • Identifying characters’ feelings and motives
Start Texas Essential Knowledge and Skills
*The de Bono Hat system
Assessment
Food Rescue: Making Food Go Further
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2012–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns. 3(2) (A) (v) Decoding words using knowledge of prefixes. Reading 3(3) (B) Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words. 3(7) (C) Use text evidence to support an appropriate response. 3(10) (E) Identify the use of literary devices.
Writing 3(12) (A) Compose literary texts using genre characteristics and craft. Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.
Thinking hats
Food rescue game Fluent Plus reading stage
You will need: a dice and two counters. Take turns throwing the dice and moving your counter. The first player to reach the finish box is the winner!
Use the six thinking hats* to write about the problem of food waste in different ways. Red Hat – feelings and emotions How does the issue of wasting food make you feel?
Lesson Plans
Activity card
Blackline master
21
22
23 You forget to recycle your garbage. Go back 2.
24
19 You freeze the leftovers to eat another time. Go forward 3.
18
17
12 You organize a fundraiser to collect food. Go forward 5.
13 You set up a compost. Go forward 4.
White Hat – the facts What facts do you know about food wastage? 20
Yellow Hat – the positives What positive things are being done about the problem? 11
Black Hat – the negatives What problems are caused by wasting food?
Level N (30)
25
Finish
14
16 You find rotten food in your fridge. Go back 5.
15
Food Rescue: Making Food Go Further reports on the amount of usable food that is wasted daily, and how this food can be used. Running words: 1,496 Text type: Report/interview
In The King of Waste, Estelle goes to live at the Royal Palace and is shocked by the amount of food that is wasted. Meanwhile her own family is starving. She comes up with a plan to share the food more evenly.
Content vocabulary
atmosphere charities compost donations edible fundraisers government manufacturers perishable refuge centers recycling rescue volunteers
Phonics
• Exploring the prefix “re” as in recycle, research • Identifying the /ar/ sound made by “uar” as in guard area bread bruise buried daughter enough fruit guard laughed onion paused people pheasant sure
Irregularly spelled words
Running words: 1,744 Text type: Narrative
Text structures and features
Green Hat – creativity What other solutions can you think of for this problem? Blue Hat – thinking What does knowing about the food wastage problem make you think about?
10
1
9 You throw a half-eaten apple in the trash. Go back 3.
8
2
3
7 Your school donates food to a refuge center. Go forward 4.
6
4
5
Does the student understand the main themes and issues presented in the text? Can the student write about the issue from different points of view?
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd.
• Contents page, glossary • Fact boxes, dot points
The King of Waste
• Third-person narrative with dialogue • Contents page, chapter headings
Reading strategies
• Using context to understand the meanings of content words • Identifying characters’ feelings and motives
Start Texas Essential Knowledge and Skills
*The de Bono Hat system
Assessment
Food Rescue: Making Food Go Further
Flying Start to Literacy Lesson Plans Food Rescue: Making Food Go Further / The King of Waste © 2012–2019 EC Licensing Pty Ltd. © 2012–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2012–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.
Developed by Eleanor Curtain Publishing
okapi educational publishing
Text: Kerrie Shanahan Consultants: Susan Hill and Jenny Feely Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com
Phonics 3(2) (A) (i) Decoding multisyllabic words with multiple soundspelling patterns. 3(2) (A) (v) Decoding words using knowledge of prefixes. Reading 3(3) (B) Use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words. 3(7) (C) Use text evidence to support an appropriate response. 3(10) (E) Identify the use of literary devices.
Writing 3(12) (A) Compose literary texts using genre characteristics and craft. Speaking and Listening 3(6) (B) Generate questions about text before, during, and after reading to deepen understanding and gain information.